Consequently, I have sought studies that would support the original contention that we could facilitate student learning by placing kids in the right levels of text. Of course, guided reading and leveled books are so widely used it would make sense that there would be lots of evidence as to their efficacy.

Except that there is not.

....The problem with guided reading and similar schemes is that they are focused on helping kids to learn with minimal amounts of teaching (something Pinnell and Fountas have stated explicitly in at least some editions of their textbooks). But that switches the criterion. Instead of trying to get kids to optimum levels, that is the levels that would allow them to learn most, they have striven to get kids to levels where they will likely learn best with minimal teacher support.

It's by Timothy Shanahan. He teaches at the University of Illinois at Chicago, and used to be literacy director for Chicago Public Schools.

I've written often in this space about the need to ramp up text difficulty. But in doing that we need to be sure not to overdo it.

In contradiction to past theories of how someone learns to read effectively, I have put forth the idea that students probably benefit more from working with a range of difficulty levels (much as athletes train at varying intensities and distances).

Rigor is the new black.

I.e., he believes students should frequently be asked to read above their "reading level," while acknowledging the challenges therein.

I've been involved with Match Education for about 12 years — for seven years as a board member and as CEO since 2011. Before joining Match, I started and ran the Newark Charter School Fund and taught education stuff at Harvard Business School (odd but true). Way back, I was a dot-com entrepreneur. My first job in education, at 23, was as an assistant principal in a catholic school in Harlem.

We do four things here. We run a public K12 charter school in Boston (Match Charter School). We run a graduate school of education that prepares rookie teachers for work in high-need schools (Sposato GSE). We run an alternative college and jobs program for low-income students (Match Beyond). And we share our ideas and practices with the world (Match Export).

Assorted personal facts: I moved to New Jersey from Denmark when I was nine (the Danish part explains my weird name). Upon arrival, I learned English by watching television. I have three brothers. My wife and I have three daughters. The first thing on my mind when I wake up every day is espresso - I really like it. I also watch a lot of soccer on tv. I think it's the greatest sport in the world and a force for world peace.